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Practice and Policy: Rural and Urban Education Experiences

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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 January 2026) | Viewed by 26179

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Special Issue Editors

Dr. Yael Grinshtain

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Guest Editor

Faculty of Education and Teaching, Tel-Hai College, Upper Galilee 12208000, Israel
Interests: rural education; gender and ethnicity in the teaching profession; educational administration and leadership; school–family partnership

Prof. Dr. Tanya Ovenden-Hope

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Guest Editor

School of Education, Plymouth Marjon University, Derriford Rd., Plymouth PL6 8BH, UK
Interests: educational isolation; rural, coastal and small schools; teacher retention, recrutiment and development

Prof. Dr. Jayne Downey

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Guest Editor

Department of Education, Montana State University, 119 Reid Hall, Bozeman, MT 59717, USA
Interests: rural education; preparation of prospective teachers, counselors and leaders; educational risk and resilience

Special Issue Information

Dear Colleagues,

It is widely understood that the terms 'rural' and 'urban' are commonly used to describe places where individuals reside and grow up. Around the globe, these terms encompass a diverse range of settlements that share certain characteristics and are recognized by governance and policy based on either geographical or socio-cultural contexts.

The geographical dimension of 'urban' and 'rural' areas and settlements is defined by factors such as population density, proximity to central areas and the prevalence of different types of industries such as agriculture or manufacturing. The socio-cultural dimension, on the other hand, is defined by economic, political and social resources, which manifest in varying degrees of relative power. Educational opportunities are influenced by both geographical and socio-cultural dimensions.

Residential areas encompass various and sometimes overlapping dimensions of race, ethnicity, income and status, and each can have a notable impact on educational equality for two key reasons. Firstly, the environment in which individuals grow up significantly influences their opportunities to access domains such as employment, education and health. Secondly, place of residence indirectly affects educational opportunities through the education system and its outcomes.

Residential areas thus play a crucial role in the lives of children and adults, offering access to a variety of strengths, assets, social opportunities and interactions. As schools often mirror the neighborhoods they serve, residential areas tend to be reflected in their local education system. Consequently, children in rural or urban areas may have differential access to educational opportunities due to the opportunity structures inherent in diverse geographic contexts. The implications of rural and urban contexts also impact the work of teachers and principals, school–family partnerships, teacher education programs and the recruitment and placement of teachers in diverse environments.

Focusing on the concepts of rural and urban areas can deepen our understanding of the ways in which context can shape educational experiences. Emphasizing the idea that places matter, this Special Issue aims to gather a collection of papers related to practice and policy regarding rural and urban education experiences. The scope of the Special Issue is broad, and we welcome the submission of original research articles, theoretical articles and literature reviews. Original research articles can utilize various research methods, including qualitative, quantitative and mixed methods. Research papers may center on rural education, urban education or an examination of the similarities, differences and connections between rural and urban schools, settlements or areas. Additionally, research can encompass pre-school, K–12 or higher education experiences. Research areas may include, but are not limited to, the following themes:

Principals' and teachers' roles in rural and/or urban environments.
Challenges related to teacher preparation, recruitment and retention in rural and/or urban schools.
Educational considerations of internal migration between rural and urban areas.
Educational opportunities in rural and/or urban schools.
Formal and informal educational activities and settings in rural and/or urban areas.
Rural/urban educational identities.
Rural/urban educational literacies.
Educational innovation and locally based initiatives in rural and/or urban areas.
Education curriculum issues or developments in rural and/or urban schools.

We look forward to receiving your contributions.

Dr. Yael Grinshtain
Prof. Dr. Tanya Ovenden-Hope
Prof. Dr. Jayne Downey
Leading Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

rural education
urban education
coastal education
internal migration
educationally isolated schools
remoteness
periphery
centre
teacher preparation, recruitment, retention and supply

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Published Papers (11 papers)

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Research

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27 pages, 1292 KB

Open AccessArticle

New to Town: How Novice, Newcomer Teachers Approach Asset-Based, STEM Pedagogy in a Remote Montana Community

by Marcie Reuer and Nick Lux

Educ. Sci. 2026, 16(4), 599; https://doi.org/10.3390/educsci16040599 - 9 Apr 2026

Viewed by 495

Abstract

The purpose of this instrumental case study, employing both qualitative and quantitative data, was to investigate how novice teachers from non-local and urban areas used community assets and local funds of knowledge (FoK) in their STEM instruction in a remote Montana town. While non-local teachers often make up a large share of many rural communities’ teaching workforce, those teachers might lack the social, cultural, and community knowledge that they need to teach with place-conscious approaches. Therefore, this study explored how “new-to-town” teachers, with limited personal ties to a community, learn about their rural community and how they apply this knowledge to their teaching context. Additionally, this study examined which research-established factors that improve rural STEM education were deemed most important for novice, rural teachers. The exploration employed a floodlight research approach, whereby a census of the authentic pedagogical actions of the subjects was documented rather than investigating the efficacy of a single method. Data sources included qualitative instruments like concept maps and semi-structured interviews, alongside quantitative measures like ranked best-practices data and place-conscious lesson ratios, to provide both depth of interpretation and breadth of comparison across participants. Results from the deductive thematic analysis suggest that novice teachers aspire to implement asset-based pedagogical approaches in STEM instruction and possess some methods for integration but struggle to learn of local community assets without modeling and mentorship. Additionally, an unexpected pattern emerged from the findings: Novice, newcomer teachers that employed place-conscious lessons were more likely to remain teaching in their position. While this association cannot be interpreted causally, it might suggest that place-conscious mentorship practices may play a role in improving instruction and support the retention of non-local teachers in rural communities however, further, more robust exploration is warranted of this exploratory finding. Findings from this study can be used to inform recommendations for school districts, post-secondary institutions, and rural communities on how best to support beginning rural teachers with limited community connections. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

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26 pages, 435 KB

Open AccessArticle

Teacher-Identified Needs-Driven Professional Development in Rural Education: Designing for Engineering and Interdisciplinary Integration

by Hannah Glisson, Jacob Grohs, Felicity Bilow and Malle Schilling

Educ. Sci. 2026, 16(3), 496; https://doi.org/10.3390/educsci16030496 - 21 Mar 2026

Viewed by 557

Abstract

Rural educators face persistent structural barriers to accessing professional development that supports instructional change, particularly in disciplines such as engineering that require specialized knowledge and resources. This study examines a needs-driven professional development initiative designed to support rural K–12 educators in integrating engineering concepts through a school–university partnership in Southwest Virginia. Using a mixed-methods needs assessment consisting of a regional survey and in-depth interviews with teachers and administrators, we identified key challenges related to professional development access, relevance, and sustainability. These findings informed the design of a two-day professional development workshop grounded in place-based education and teacher pedagogical choice. Results highlight educators’ preferences for contextually relevant, hands-on learning experiences and the importance of ongoing support and professional community-building. While situated in a rural region, the findings have broader implications for professional development policy and practice across diverse educational settings. By explicitly examining how needs assessment findings were translated into professional development design decisions, this study contributes practice-based evidence for creating more equitable and context-responsive professional learning models. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

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20 pages, 298 KB

Open AccessArticle

“Maybe They Don’t Believe in Us”: Rural Latinx Students Reflect on Counseling and Recruitment Practices Structuring Four-Year Pathways

by Daniel Rios Arroyo, Mayra Puente and Marlene López Torres

Educ. Sci. 2026, 16(3), 417; https://doi.org/10.3390/educsci16030417 - 10 Mar 2026

Viewed by 482

Abstract

This study examines how rural Latinx students from California’s San Joaquin Valley make sense of and navigate access to four-year universities within a geographically and institutionally constrained college-going landscape. While prior research on Latinx college access has largely centered on urban contexts, this article highlights how race and rural place shape the availability and quality of information about four-year universities as experienced and interpreted by rural Latinx students. Guided by the nepantla stage of the college-conocimiento framework and using Chicana/Latina feminist pláticas as methodology, narratives from rural Latinx undergraduates who reflected on their high school advising and recruitment experiences were analyzed. Findings show that students perceived that counselors used labor expectations to position agricultural and low-wage work as presumed futures for students, even as they pursued four-year enrollment amid uneven institutional support. Students also reflected that four-year pathways were also less accessible through routinized counseling practices that standardized two-year enrollment and framed four-year options as less feasible. Students further described limited outreach from four-year institutions, which widened information gaps and placed the burden of navigating college on students and families. Implications emphasize the need for more equitable counseling practices and accessible outreach strategies that expand four-year information and support in rural regions. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

12 pages, 207 KB

Open AccessArticle

From Isolation to Inclusion: Advancing Rural Educational Equity in Scotland

by Michalis Constantinides

Educ. Sci. 2026, 16(1), 113; https://doi.org/10.3390/educsci16010113 - 13 Jan 2026

Viewed by 838

Abstract

This paper investigates how Scottish rural schools engage with their broader educational landscape, particularly through collaborative practices and capacity-building efforts. It examines how these schools cultivate a culture of partnership, both among institutions and within their communities, to strengthen leadership and enhance teaching and learning. Guided by Place-Based Education (PBE) as its conceptual framework, the study emphasises equity challenges rooted in local contexts and situates rural education within Scotland’s historical, societal, and policy landscape. Drawing on qualitative case studies of five schools, data were collected through semi-structured interviews with principals and supported by documentary evidence and student attainment data from national assessments. The findings showcase school leaders’ efforts to enhance social and educational outcomes and build sustainable, equity-driven systems. The paper concludes with implications for policy and practice, addressing equitable access, workforce recruitment and retention, and the potential for schools to collaborate with local and regional stakeholders to strengthen rural education. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

25 pages, 333 KB

Open AccessArticle

College for All and the Postsecondary Experiences of Rural First-Generation College Students: Patterns of Alignment with a Predominant Master Narrative

by Andrew D. Coppens, Sarah Jusseaume, Jayson Seaman, Cindy L. Hartman and Erin H. Sharp

Educ. Sci. 2026, 16(1), 2; https://doi.org/10.3390/educsci16010002 - 19 Dec 2025

Cited by 1 | Viewed by 773

Abstract

The aim of this study was to understand the experiences of rural, first-generation college (RFGC) students in relation to dominant culturally normative expectations about postsecondary educational and workforce trajectories. The study adopted patterns of engagement with a master narrative as both a conceptual framework and unit of analysis, examining both biography and cultural ecologies as well as highlighting agency in the lives and choices of study participants. Evidence is drawn from 4 in-depth narrative interviews with each of 14 RFGC students, conducted both at school and students’ homes, from rural and small-town communities. Results show that a master narrative of College for All (CFA) is a widespread and dominant life course ideology that shapes the postsecondary experience of RFGC students. The study found three distinct patterns of engagement with this master narrative: faithful, hybrid, and utilitarian alignment. Moreover, these types of engagement seemed related to distinct patterns of agency-driven psychological wellbeing. The study contributes an anti-deficit understanding of RFGC students’ experiences and identity by focusing on the ways individuals negotiate and selectively align with dominant cultural narratives as well as the ways rural youth work to imagine new stories and possibilities. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

15 pages, 250 KB

Open AccessArticle

Teacher Engagement in Rural Sporting Clubs: Knowing Your Community

by Melyssa Fuqua

Educ. Sci. 2025, 15(11), 1437; https://doi.org/10.3390/educsci15111437 - 27 Oct 2025

Cited by 1 | Viewed by 758

Abstract

Community engagement is a critical aspect of rural teacher recruitment, retention, and preservice placements. To better understand what community engagement may be for teachers, this article explores why rural teachers engage or do not engage with their local sporting club. The study, set in a small town in rural Australia, uses a semi-autoethnographic approach, combining personal experiences with fieldwork and interviews. Rural teachers’ engagement with local sporting clubs is influenced by their understanding of the club’s role in community life and their personal affinity for rural lifestyles. Findings reveal that engagement is often tied to teachers’ love of sports, family traditions, and desire to contribute to community sustainability. The club provides opportunities for building relationships and developing local knowledge (mētis), which is crucial for navigating rural social spaces. However, challenges exist, including managing professional boundaries, time commitments, and potential conflicts. Non-engagement may stem from personal preferences, unfamiliarity with local traditions, or concerns about maintaining professional distance. Understanding the nuanced role of sporting clubs as anchor institutions in rural communities is vital for teachers’ professional and social integration, regardless of their level of direct involvement. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

14 pages, 236 KB

Open AccessArticle

“Here Comes the Teacher”: Navigating the Complexities of Being a Teacher in Rural Finland

by Unn-Doris K. Bæck and Outi Autti

Educ. Sci. 2025, 15(7), 880; https://doi.org/10.3390/educsci15070880 - 10 Jul 2025

Cited by 2 | Viewed by 3809

Abstract

This study examines the complexities faced by teachers in rural Finland, focusing on tensions between professional roles and social lives within tight-knit communities. This research addresses the challenges of maintaining well-qualified teaching staff in rural schools. The purpose of the study is understanding the experiences of rural teachers and the challenges they face, including high visibility, community expectations, and blurred boundaries between personal and professional lives. The study uses a qualitative research design, employing in-depth interviews with 21 teachers across two rural locations in Northern Finland. The interviews focused on work experiences, roles, and reflections on the local educational context. The findings highlight that rural teachers experience a blurring of professional and social roles, leading to feelings of being constantly “on the job” and a lack of privacy. Community expectations often dictate their behavior outside of school. The study also reveals divisions within the teaching staff between local and commuting teachers. The study concludes that the cultural narrative of being a teacher in rural contexts includes traditional expectations of teachers, clashing with modern notions of teaching as a profession. The study emphasizes the importance of preparing teachers to be community-ready, acknowledging the challenges of rural teaching. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

20 pages, 1112 KB

Open AccessArticle

Equipping Teachers for Success in Rural Communities: Unveiling the Key Characteristics and Attributes of Thriving Rural Teachers

by Tania Leach and Ondine Bradbury

Educ. Sci. 2024, 14(12), 1384; https://doi.org/10.3390/educsci14121384 - 17 Dec 2024

Cited by 7 | Viewed by 4583

Abstract

Australian education faces persistent challenges in preparing and retaining teachers within rural contexts. This qualitative study examines the attributes of thriving rural teachers through focus group discussions with 103 rural educational leaders. Utilising a theoretical framework combining attribution theory and ecological systems perspectives, the study synthesised leaders’ perceptions of key dispositions and behaviours contributing to rural teachers’ success. Four interconnected dimensions emerged: being community, classroom, professionally and personally equipped. This study revealed that while individual teacher attributes are crucial, school support and community context significantly influence teacher success. The application of attribute theory further revealed that findings attributed teacher’s success to internal, stable, and controllable factors, suggesting that key traits could be developed through targeted professional development and experience. This study provides nuanced insights into ’rural readiness’, informing education policy decisions and practices, initial teacher education institutions, schools, and communities. The study emphasises the need for a holistic approach to teacher preparation and support that considers both individual and systemic factors. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

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16 pages, 519 KB

Open AccessArticle

Defining Rural: Rural Teachers’ Perspectives and Experiences

by Martha Inouye, Meghan Macias, Tugba Boz, Min Jung Lee, Rebekah Hammack, Ashley Iveland and Natalie Johansen

Educ. Sci. 2024, 14(6), 645; https://doi.org/10.3390/educsci14060645 - 14 Jun 2024

Cited by 5 | Viewed by 5094

Abstract

Public agencies and other funding organizations have often defined rural in reference to “urban” and using parameters such as population density, access to cities, and distance to market areas. Using such definitions of rurality within the context of K-12 education as a way to support these systems is challenging because of the diverse geographic and socio-cultural identities of these places despite a common “rural” designation. This study aims to analyze elementary teachers’ perceptions of their school context and role within that context to better understand the diversity of what it means to be rural. Semi-structured interviews with 3rd–5th-grade teachers (n = 35) were used. Data sources also included identity and community walk slides created by these teachers. Structured interview prompts were tailored to these activities. A priori and emergent coding analyses were used to examine teachers’ conception of their rural context and their role within that context. The results show that rural, as defined by teachers, is a diverse and connected place in which diverse community assets support teachers in their instruction in unique ways. By better understanding the diversity of what it means to be rural, we begin to understand the ways in which context shapes experience and best determine how to support rural educational experiences for both teachers and students. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

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16 pages, 1791 KB

Open AccessArticle

The Grass Ceiling: Hidden Educational Barriers in Rural England

by Luke Graham

Educ. Sci. 2024, 14(2), 165; https://doi.org/10.3390/educsci14020165 - 5 Feb 2024

Cited by 13 | Viewed by 5209

Abstract

Rurality is rarely integrated into analyses of educational inequalities and this article presents an alternative perspective on rural–urban attainment and highlights the impact of rurality on educational outcomes. The traditional narrative of urban–rural educational disadvantage is that urban pupils do less well in the English exam system. Decontextualised data across different English exam performance measures demonstrate how rural pupils outperform their urban counterparts. Socioeconomic disadvantage (SED) has the most significant impact on attainment and this analysis explores the rural–urban attainment gap through this SED lens. An analysis of the Department for Education (DfE) data explores possible factors that might explain the emerging rural educational gap and presents an argument that rurality is another limiting factor that intersects with SED. This article demonstrates how rural underachievement in England has been hidden by the relative sizes and SED distribution of rural and urban populations. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

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19 pages, 339 KB

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Embracing Complexity of Place for Place-Informed Education: International Insights from Periphery, Coastal and Rural Contexts

by Yael Grinshtain, Tanya Ovenden-Hope and Jayne Downey

Educ. Sci. 2026, 16(4), 581; https://doi.org/10.3390/educsci16040581 - 7 Apr 2026

Viewed by 640

Abstract

This paper aims to navigate the complexity inherent in the concept of place by defining and highlighting the role of place-informed education across different international contexts: the periphery in Northern Israel, coastal areas of England, and rural Montana in the United States. Using a thematic analytic framework, we conducted a cross-context comparison of three case studies in order to identify each locale’s unique definitions and meanings of place, producing a portrait of the similarities and differences among the three international contexts. Following the ‘Simplicity–Accuracy Paradox’ and recognizing the ‘cost of oversimplification’, we explored complexity as a basis for action, which enables the creation of a process in which the strengths and limitations of the place both have an important role to play in any intervention or action to mitigate and/or enhance the consequences of distance from urban centers. The proposed strategies presented in the paper are based on embracing the complexity of place for place-informed education, and include context-responsive policy design, targeted workforce strategies, international learning exchanges, and policy and classification reform. These processes may serve as a guide for action among educators, policymakers and researchers, supporting a mindset of place-informed education where complexity is embraced and where challenges of place may also offer solutions. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

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